Narrative Writing Research Articles

Writers Who Love Too Much: New Narrative Writing 1977–1997 edited by DodieBellamy and KevinKillianNightboat Books | 2017 | 536pp | ISBN 9781937658656From Our Hearts to Yours: New Narrative as Contemporary Practice edited by RobHalpern and RobinTremblay‐McGawOn Contemporary Practice | 2017 | 372pp | ISBN 9780983504573

Critical QuarterlyVolume 60, Issue 2 p. 169-174 Review Article Writers Who Love Too Much: New Narrative Writing 1977–1997 edited by Dodie Bellamy and Kevin Killian Nightboat Books | 2017 | 536pp | ISBN 9781937658656 From Our Hearts to Yours: New Narrative as Contemporary Practice edited by Rob Halpern and Robin Tremblay-McGaw On Contemporary Practice | 2017 | 372pp | ISBN 9780983504573 Diarmuid Hester, Diarmuid Hester diarmuidhester@icloud.com Search for more papers by this author Diarmuid Hester, Diarmuid Hester diarmuidhester@icloud.com Search for more papers by this author First published: 24 August 2018 https://doi.org/10.1111/criq.12408Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume60, Issue2July 2018Pages 169-174 RelatedInformation

백민석 소설의 자기분석적 글쓰기와 전이(transfert) 공간의 서사화

백민석 소설의 자기분석적 글쓰기와 전이(transfert) 공간의 서사화

Spoken and Written Narrative in Persian-Speaking Students Who Received Cochlear Implant and/or Hearing Aid.

Objectives To compare narrative skills between fourth and fifth grades of Persian-speaking students with hearing impairments and typical hearing students of the same grade and also to evaluate the effects of group, sex, hearing age, and educational grade of the students on their spoken/written narrative performance.Methods The subjects were 174 students aged 10–13 years, 54 of whom wore cochlear implants, 60 suffered from moderate to severe hearing losses and wore hearing aids, with the remaining 60 students being typical hearing in terms of the sense of hearing. The micro- and macrostructure components of spoken and written narrative were elicited from a pictorial story (The Playful Little Elephant) and then scored by raters.Results Compared to the typical hearing, the students with hearing impairments had significantly lower scores in all of the microstructure components of narratives. However, the findings showed no significant difference among different groups in macrostructure components of narratives. It was also revealed that the students had equal performance in spoken and written narrative. Finally, factor analysis manifested that group, sex, hearing age, and educational level of children might alter the outcome measures in various interactions.Conclusion Although cochlear implantation was more effective than hearing aid on spoken and written narrative skills, the Persian-speaking students with hearing impairments were seen to need additional trainings on microstructure components of spoken/written narrative.

Developing Narrative Writing Skills via a Reading Programme for Low English Language Proficiency Undergraduates

This paper investigates the effects of a reading programme on the narrative writing skills of low English Language proficiency level undergraduates in a Malaysian university. A total of eighteen narrative texts closely associated with the undergraduates’ personal experiences were prepared by the researchers for a reading-writing intervention programme. This quasi- experimental study involved 192 undergraduates who participated in a nine-week intervention programme. The pre-test and post-test mean scores indicated significant differences in the undergraduates’ content development, lexical variety and grammatical accuracy. The findings show that there is an improvement in content, lexical variety and grammatical accuracy in students’ essays. The undergraduates’ improvement in the content development aspect shows that reading texts which supplement information common to the undergraduates’ background will help them in their content development specifically and writing performance on the whole. The study also shows that the reading materials, vocabulary input and comprehension exercises helped the undergraduates to improve on their use of lexical variety and grammatical structure. The results support the notion that comprehensible input (Krashen, 1984) and appropriate language instructional exercises for writing intervention enable engaged learning by the students. The study therefore recommends that teachers should utilise authentic reading materials that are relevant to the background knowledge of the students in teaching writing to low English proficiency level undergraduates. Keywords:

How does morphosyntactic skill contribute to different genres of Chinese writing from grades 3 to 6?

This 4‐year longitudinal study examined the extent to which morphological awareness, syntactic processing, working memory (WM) and reading skills predict unique variances developmentally in three genres of Chinese writing (narration, argumentation and exposition) among 246 young Mandarin‐speaking children. Hierarchical regression analyses were conducted using the writing performance of three genres at the fourth year as the dependent variables. After controlling for reading skills and WM, morphological awareness was uniquely associated with all three types of writing genres longitudinally, while syntactic processing made a significant longitudinal contribution to narrative and argumentative writing during the earlier years. With the autoregressive effect of writing controlled, WM was uniquely associated with narrative writings across all four years, and with argumentative and expository writing in the later years. Reading skills were uniquely related to concurrent narrative and expository writing.

The Effects of Task Complexity, Strategic Planning and No Planning on EFL Students` Narrative Writing Performance

هدفت الدراسة الحالية إلى استقصاء أثار تعقيد المهام الاستراتيجي على أداء الطلاب في الکتابة السردية باللغة الإنجليزية تحت مستويات متنوعة لتعقيد المهام، ولقد تکونت عينة الدراسة من 120 طالب من المقيدين بالفرقة الثانية بقسم اللغة الإنجليزية بمعهد المعارف العالي للغات والترجمة، ولقد اعتمد البحث على أبعاد نموذج روبنسون (2001b) لتعقيد المهام؛ حيث تمثل والآن المستوى (البسيط)، في مقابل هناک وعندئذ والتي تمثل المستوى (المعقد)، کما تم الاعتماد على ثلاثة محددات للکتابة السردية، التعقيد، والدقة، والطلاقة، أيضا تم الاعتماد على مستويين في : تخطيط المهام، التخطيط؛ ومن ثم تم تصنيف طلاب عينة البحث إلى أربع مجموعات، التخطيط في مرحلة ما قبل المهمة ومن هنا والآن، والتخطيط في مرحلة ما قبل المهمة وهناک وعندئذ، وعدم التخطيط، وهنا والآن و عدم وهناک وعندئذ، ولقد أوضحت نتائج الدراسة أن تعقيد المهمة لهما أثر فعال على الدقة والطلاقة، کما أثبتت نتائج الدراسة أن المهام المعقدة مع الاعتماد على تعطي نتائج أفضل في التعقيد والدقة والطلاقة، أيضا کشفت النتائج أن إعطاء الطلاب الوقت للتخطيط قبل البدء في أداء المهمة قد يؤدي إلى أداء کتابي أفضل، تم مناقشة النتائج وثيقة الصلة بتعقيد المهمة وظروف التخطيط، وجودة الکتابة. This study examined the effects of task complexity and strategic planning and no planning on written narrative production under different task complexity conditions by 120 second-year English major students from AL-Ma’aref High Institute for Languages and Translation. Task complexity was manipulated along Robinson’s (2001b) proposed task complexity dimension of Here-and-Now (simple) vs. There-and-Then (complex) in. Accordingly, three specific measures of the written narratives were targeted, i.e. complexity, accuracy and fluency (CAF). Planning was operationalized at two levels: pretask planning (PTP) and no planning (NP). Participants of this study were four groups, the pre-task planning (PTP) and Here-and-Now (HN), pre-task planning (PTP) and There-and-Then (TT), no planning (NP) and Here-and-Now (HN), or no planning (NP) and There-and-Then (TT) groups. The findings of the study indicated that with respect to complexity, accuracy and fluency, the effects of both task complexity and planning conditions were found significant. More complexity, accuracy, and fluency were found in the complex task with the participants under planned condition. Also, the findings revealed that giving students time to plan before commencing the task led them to better performance. Results are discussed with relevance to task complexity and planning conditions on writing quality.

Development of Teaching Material for Narrative Writing Using Graphic Organizer Story Map in Elementary School

Most of materials used in narrative writing are not interested and not related to the writing process (pre-writing, when writing, and post writing). Our goal is to measure the effectiveness, practicality, and validity of the narrative writing material namely Graphic Organizer Story Map. We are doing research and development. We used 4-D model which consists of 4 stages: define, design, develop and disseminate. The validity test is obtained through the learning plan sheet on implementation, and the assessment of teachers and students responses. The effectiveness is obtained from activity, process assessment and result of narrative writing. We conducted an evaluation and obtained the “very valid”, “very simple” and “very effective”. We found the enhancement number of student who meet the passing grade on narrative writing. The teaching material for narrative writing with using Graphical Organizer Story Map is valid, simple and effective to use.

A Bilingual Child’s Two Writing System

The present study focusses on the writing evolution of a fourth-grade Japanese bilingual child who lives in Malaysia through the use of Howards’ (2003) Two-Way Narrative Writing Assessment Rubric. This study examined the changes occurred in a bilingual child’s journals written in Japanese and English, and to explore if there has been any interaction between his writing skills of the two languages. The data collection involved document analysis of his written journals. The document analysis of the written journals was based on word count, logography errors, and writing evolution (e.g., subject matter, sentence formation, and usage of adjectives). The findings of this study indicated that the participants’ writing is grammatically correct in English, and both Japanese and English journals have a clear subject matter. However, further analysis on sentence formation and adjectives revealed that the participant has written poorly in his Japanese journals compared to his English journals. Thus, these findings point to the significance that schooling in two languages and early exposure of target language could have effectively supported the participant learning of writing skills. Through contrastive analysis, this study reflects on the successful evolution of bilingualism where it is possible for a bilingual child to acquire two different writing systems simultaneously. https://doi.org/10.26803/ijlter.17.3.4

An Analysis on the Syntactical Errors in the Students’ Narrative Writing

<p>This research aims to find out the dominant factor causing the errors of narrative writing by the Ninth Grade Students of Darul Hikmah II Junior High School. In this study writer limited the student’s syntactical error only in phrase error. The approach applied in this study is qualitative. The data were collected via observation and giving narrative writing test. The writer used the descriptive analysis technique (percentage) with the percentage from the frequency of information and divided with number of cases were constructed in the form of field-notes. This study involved 20 students of Darul Hikmah II Junior High School Bekasi as samples. The data shows that the total number of mistakes made in syntactical is 382 error, The greatest number of students’ errors was done in noun phrase with the percentage 42, 4%. verb phrase erroes by 139 errors or 36,4%, the third is errors in Adverbial phrase by 42 errors or 11 %, the forth is errors in Adjective Phrase by 29 errors or 7,6% and the last errors in Pprepositional Phrase with 6 errors or 30%.</p>

Storybird: A Motivational Storytelling Website to Increase Students’ Ability In Narrative Writing

Writing is an essential tool for communication. Good writing allows people to communicate clearly. Among the four basic skills, writing is the most complicated one. Writing has several types and one of them is narrative. The purposes of narrative are to tell story and share information whether it is a book, thesis, journal, and an article. Unfortunately, some students do not like to write. They think that writing is so complicated and they always feel that English is horrible. Such negative attitudes are problematic in ESL/EFL writing classroom. The arising of media techonology like Storybird as internet-based CALL and an interactive storytelling website helps to boost student engagement and the students’ ability in narrative writing will increase. Meanwhile, by using Storybird, the students can study narrative writing at anywhere and anytime as long as each student has an internet connection and a laptop or netbook. The students can use it by themselves because there is a simple guide for them available in Storybird. Through Storybird, they can be autonomous learners and it is related to the Principle of Eclecticism. The aims of this article are to give a brief description about the importance and the guidelines of using Storybird in teaching and learning narrative writing. Storybird will promote literacy, enthusiasm, imagination, creativity and collaboration in learning narrative writing

Improving the Achievement on Writing Narrative Text through Discussion Starter Story Technique

The objective of this study is to find out whether discussion starter story significantly improves the achievement on narrative text of the first grade students of Senior High School. This study was conducted by applying Clasroom Action Research (CAR). The subject of this study is the first grade students of SMA Negeri 2 Pangururan in academic year of 2016/2017. The sample of this study is the students X-4 consisting 30 students. There were two kinds of collected data, quantitative and qualitative data. The technique for collecting the quantitative data was writing test while with qualitative data were gathered through interview, diary notes, and observation sheet. Qualitative data showed the students were interested in discussion starter story technique. Based on quantitative data it is found that students’ writing achivement improved from pre-test to post-test cycle I and post-test cycle II. It can be seen from the students’ mean scores and the percentage of the students who got score up to 75. The mean of the students’ scores who got score up to 75 for pre-test is 51.4 , for the post-test cycle I is 74 and post-test cycle II is 80.2. There was an improvement of the application of discussion starter story technique to teach writing narrative.

Relationship Between Children's Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure.

The purpose of this study was to examine construct validity of methods of calculating lexical diversity in written narrative samples relative to children's performance on a reading vocabulary measure. For 234 children in 1st-5th grade, written narratives were examined and compared between grades for number of different words (NDW), total words (TNW), NDW in a truncated 50 word sample, and type token ratio (TTR). The relationship between lexical diversity in written narratives and a standardized reading vocabulary measure (GMRT-4) was analyzed by comparing correlations. Grade differences were observed in measures of lexical diversity and productivity. Lexical diversity showed a significant moderate correlation with the GMRT-4. NDW had a stronger relationship to GMRT-4 scores than TTR for participants in first and second grade. Considering length (TNW, NDW constrained to 50 words, or TTR) did not result in a stronger relationship with reading vocabulary. Following additional study establishing probe equivalence, NDW in written narratives may be an efficient, educationally relevant, marker of language maturity and a good predictor of performance on a standardized reading vocabulary measure.

A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling

This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing.

Problems on Students’ Narrative Writing, SFL Analysis and Pedagogical Implication

Problems on Students’ Narrative Writing, SFL Analysis and Pedagogical Implication

Integrating LEGO Robotics Into a 5th Grade Cross Curricular Unit to Promote the Development of Narrative Writing Skills

Integrating LEGO Robotics Into a 5th Grade Cross Curricular Unit to Promote the Development of Narrative Writing Skills

Cenários reflexivos na prática de ensino da formação inicial de professores em Ciências Biológicas

A investigação-formação-ação é a proposta apresentada nesta pesquisa considerando suas contribuições no contexto da prática de ensino para a formação inicial de professores na licenciatura em Ciências Biológicas. A pesquisa teve como objetivo geral: conhecer o caráter constitutivo do currículo a partir da compreensão das relações entre as concepções de currículo e livro didático de licenciandos em Ciências Biológicas. Os movimentos formativos experienciados pelos sujeitos foram analisados nesta pesquisa, através das escritas narrativas em diários de bordo (participaram da pesquisa cinquenta e quatro licenciandos, o professor titular e a professora pesquisadora). As reflexões dos licenciandos desencadearam problemas formativos, apresentados nesta investigação em três cenários reflexivos: Cenário 1) Constatações das Relações entre Professores e Alunos; Cenário 2) As marcas e amarras das relações entre o/a Professor/a, o Livro Didático, o Currículo e a Licenciatura em Ciências Biológicas; Cenário 3) As transformações das concepções de currículo e livro didático no “ser professor”. Portanto, o valor formativo das reflexões em histórias narradas, destacou a necessidade da formação inicial reservar um tempo maior aos estudos reflexivos das relações entre currículo e livro didático.

Investigating the Effect of Maternal Narrative Writing on Depression, Anxiety and Stress in Pediatric Stem Cell Transplantation

Given the prevalence and huge impact of cancer on the life of the child and the family, it has become one of the most important chronic diseases that emerge during childhood. The results of extensive studies have indicated high prevalence of depression, anxiety and exposure to chronic stress in parents, especially mothers, of children with cancer. The present study was conducted to investigate the impact of maternal Narrative writing on depression, anxiety and stress. The present quasi-experimental study was performed on 62 mothers of children with stem cell transplantation cancer using pre-test and post-test single-group design; DASS-21 anxiety and stress depression questionnaire was used to collect required data. In the implementation process, the Narrative therapy was performed during one week, from the third to tenth day of admission after completing the DASS-21 questionnaire by the mothers; finally, the DASS-21 questionnaire was evaluated again after one week. Based on the results of the present study, there was a significant difference between the pretest and post-test scores of depression, anxiety and stress after the intervention (P <0.001); additionally, Narrative therapy decreased depression, anxiety and stress of mothers significantly. The findings of the present study showed that Narrative writing can be used as an effective, simple and cost-effective way to confront and cope with negative events in transplantation centers; it, also, can function as a complementary therapy, along with medical therapies.

Applied Jigsaw Technique in Increasing Narrative Writing Ability

This aimed to know using of jigsaw technique in increasing narrative writing ability students’ grade seven Junior High School Muhammadiyah Lampung 3 year 2016/2017. This research of population was all students’ Junior High School Muhammadiyah Lampung 3, it consisted of four classes. It used random sample which consisted of thirty students and grade seven Junior High School Muhammadiyah Lampung 3 Kec. Labuhan Ratu Kedaton. This research was class action research , the data was analyzed to know increasing students’ narrative writing ability, the researchers used technique of collecting documentation, interview and observation . Data analysis was conducted by taking the average score of the pre-test and post- test in cycle 1 and cycle 2. The result of research showed that the average of result on cycle I was 67,40 while cycle II was 78,30 and there was increasing namely 10,63.

Intermediate and Advanced EFL Learners’ Identity Reflection

Although scientific forum has obliged its members to hide their presence particularly while they are discussing research outcomes to avoid personal biases, a recent trend is encouraging writers to demonstrate their identity as the author of the text through the use of first person pronouns in order to take responsibility for the content. Therefore, the present study focuses on intermediate and advanced EFL learners‘ adoption of first person pronouns so as to manifest their identity in argumentative and narrative writings. A total of 30 EFL intermediate and advanced students attending an IELTS preparation course were requested to write essays on narrative and argumentative topics. The comparison between their uses of self-mention pronouns revealed that there was not a significant difference between the use of first person pronouns which are adopted by advanced and intermediate learners in the use of pronouns in both modes of writing (argumentative and narrative essays). Moreover, by tallying first person pronouns, it is shown that advanced learners have exploited first person pronouns less than intermediate learners within narrative writings. In addition, it was found that learners used more first person pronouns in narrative writings than in argumentative ones. Findings imply that since argumentative writing requires logical reasoning, learners prefer to be cautious about the adoption of first person pronouns and revealing their presence to show their credible self. English language teachers are suggested to make language learners aware of the uses of self-mention pronouns while practicing different writing modes. Since the overuse of the personal pronouns as well as the absolute absence of the mentioned pronouns is not recommended in writing, explicit instruction concerning the use of self-mention in witting is recommended.

Interpretations of Mentoring during Early Childhood Education Mentor Training

This study examines how interpretations of mentoring by trainee mentors (TMs) changed over the course of a mentor training programme, and how this contributed to the TMs’ professional development. The context of the study was a mentor training programme for preschool teachers who mentor early childhood teacher students during their practicums. This article presents a thematic content analysis of qualitative narrative data gathered from the TMs’ narrative writings on the mentor training programme (N=36) and the TMs’ contributions at one focus group interview (N=5). The findings suggest that the TMs’ interpretations produced two main themes. First, changes in the interpretations were recognized concerning the task of mentoring, learning, and the relationship of the mentor and the student. Secondly, the TMs gained in confidence and expertise. The TMs thus developed their professional identity as mentors. Mentor training prepared the TMs for the mentoring process.