Narrative Writing Research Articles

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.

Reducing Prejudice Through Narrative Writing: The Effects of Contact Type and Linguistic Authenticity

This study investigates how the content and style of narrative writing about an outgroup reduce prejudice. The study compares cooperative contact, where writers describe working with an outgroup character, with parasocial contact, where writers describe the character alone. It further examines whether the contact effects vary with linguistic authenticity. In two experiments, I manipulated the types of contact and measured authenticity through language patterns. Study 1 ( N = 719) found that having contact with an outgroup character elicited more positive affect toward the character, which reduced the desire for distance from the outgroup. Cooperative and parasocial contact showed similar effects, but their impacts varied with linguistic authenticity. Authentic language was associated with stronger impacts in cooperative contact but not in parasocial contact. Study 2 ( N = 287) replicated that linguistic authenticity moderated the effect of cooperative contact on affect toward the character. These findings highlight linguistic dynamics in intergroup contact.

Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students

The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students’ writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners’ narrative writing proficiency.

Exploring the Educational Potential of ChatGPT: AI-Assisted Narrative Writing for EFL College Students

Exploring the Educational Potential of ChatGPT: AI-Assisted Narrative Writing for EFL College Students

Using A Dictogloss Strategy Based Program Supported with Powtoon to Improve First Year Secondary Stage Students' Narrative Writing Skills

Using A Dictogloss Strategy Based Program Supported with Powtoon to Improve First Year Secondary Stage Students' Narrative Writing Skills

Implementation of Narrative Essay Learning Strategies for Elementary School Writing Level

Writing narrative essays is one of the language skills that elementary school students must have. The use of interesting methods and media is used to stimulate students to develop narrative essay storylines. Several variations of learning strategies are offered so that students can develop their writing skills. This research aims to analyze learning strategies for writing narrative essays that are suitable for use in elementary schools. This research uses a qualitative method with a case study approach. The population of this research was carried out on class IV students as a data source. Data collection techniques include document analysis, questionnaires, observations and interviews. Based on the research results, the strategies used in learning to write narrative essays are not appropriate. Students have not been able to develop sentences in narrative essays based on the series of pictures presented. Lack of practice and lack of interest in reading are the dominant reasons why students are weak in writing. The implications of this research are can provide new insights for teachers in designing and implementing writing lessons that are more effective and interesting for students. With narrative essay strategies, students can more easily develop their critical thinking skills and creativity through telling personal or imaginative experiences.

Synectic Model: Unleashing Creative Expression in Students' Narrative Writing Skills

This research aimed to investigate the effectiveness of the synectic model in enhancing students' narrative writing skills. A quasi-experimental design was employed, involving 60 participants randomly assigned to either a control group or an experimental group. Data collection utilized pretests and posttests to assess students' writing performance. Analysis involved calculating mean scores and employing t-tests and gain score analysis to determine the impact of the synectic model. The results revealed a significant increase in narrative writing abilities among students in the synectic model group compared to the control group. This suggests that the synectic model effectively promotes creative thinking and diverse perspectives, making it a valuable tool for educators to improve students' narrative writing skills. The study highlights the potential of the synectic model in fostering narrative writing skills. Educators can integrate this model into their curriculum to enhance students' writing abilities. Further research is recommended to explore the model's effectiveness in different contexts and grade levels.

The Story Pyramid Strategy's Effect on Students' Narrative Writing (Experimental Study of SMP N 3 Jambi at Eighth Grade Students)

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh yang signifikan dari penggunaan Strategi Piramida Cerita Terhadap Kemampuan Menulis Teks Naratif Siswa Kelas VIII Semester Pertama di SMP N 3 Jambi Tahun Ajaran 2023/2024. Ada dua variabel dalam penelitian ini, yaitu variabel bebas adalah strategi piramida cerita (X) dan variabel terikat adalah hasil belajar menulis teks naratif (Y). Dalam penelitian ini, metodologi yang digunakan adalah desain kuasi-eksperimen dengan pre-test dan post-test. Populasi penelitian ini adalah siswa kelas sembilan di SMP N 3 Jambi pada Tahun Ajaran 2023/2024. Sampel penelitian ini adalah dua kelas yang terdiri dari 23 siswa untuk kelas eksperimen dan 22 siswa untuk kelas kontrol. Dalam mengumpulkan data, instrumen yang digunakan adalah pre-test dan post-test. Setelah memberikan post-test, peneliti menganalisis data dengan menggunakan SPSS. Dari analisis data yang dihitung dengan menggunakan SPSS, diperoleh Sig = 0,021. Hal ini berarti Ha diterima karena Sig < 0,05. Jadi, terdapat Pengaruh Strategi Piramida Cerita terhadap Keterampilan Menulis Teks Naratif Siswa Kelas VIII Semester Pertama di SMP N 3 Jambi Tahun Ajaran 2023/2024.

Picture Sequences to Enhance Students’ Narrative Writing

The objective is to determine how picture sequences can be implemented to enhance twenty three students’ narrative writing one st-semester Informatics students in Panca Marga University Probolinggo. This research is performed in two cycles. Qualitative data are obtained from observation checklists, field notes, and questionnaires. At the same time, quantitative data are gained from the product of students’ narrative writing. The research shows that using picture sequences can improve students’ narrative writing. The scoring rubrics are Level one = Poor, two Fair, three=Good, and four=Excellent. It is considered a success if sixty five percent of the students reach level three or more. In the preliminary study, thirty five percent of students reached level three or more. After cycle two, seventy eight percent of students reach level three or more. It indicates that picture sequences can improve students’ narrative writing.

The Effect of Narrative Writing on Undergraduates’ Literacy and Emotional Touch in EFL Environment

The Effect of Narrative Writing on Undergraduates’ Literacy and Emotional Touch in EFL Environment

The Application Of Project-Based Learning (Pjbl) Model Through Series Picture Media As An Improvement Of Narrative Writing Skills Of Grade Iv Elementary School Students

Implementing Indonesian language learning in elementary schools, educators or teachers certainly have learning models that are suitable to the material to be delivered. This learning model is very important because with the right learning model it will trigger students to be active and creative. The Project Based learning model is a learning model that guides students to increase creativity in learning. The aim of this research is to determine students understanding in learning Indonesian through picture series media to improve the narrative essay writing skills of class IV students in the Indonesian language subject. This study used descriptive qualitative method. Data collection techniques use observation, interview and documentation. This results of the research show that the project Based Learning model is very suitable to apply to increase student creativity in learning Indonesian through the media of picture series. It was proven that out of 28 student, 5 student began to develop, 17 student develop according to expectations, 6 student developed very well. The conclusion is that the innovation conduct by Project Based Learning model through the media of pictures series has a great influence on improving narrative essay writing skills in grade IV elementary school students.

Teachings on Writing Narrative Texts Through Teaching Clustering to Tenth Grade Students Nurul Huda Sukaraja High School

Applying clustering methodologies to instruct narrative texts to tenth grade students at SMK Nurul Huda Sukaraja. The proof for this assertion is substantiated by the results of the Independent Sample t-test performed on the post-test scores of both the experimental and control groups. The calculated t-values were 5.954 and 5.984, with a significance (two-tailed) value of 0.000. Thus, it is feasible for the t-value to surpass the critical t-value of 2.021 when the degrees of freedom (df) are 49, given that the sample size (n) is 51. Furthermore, the two-tailed significance (Sig) value is below the preset significance limit (α) of 0.05. The Null Hypothesis is rejected and the Alternative Hypothesis (Ha) is upheld. There is a significant difference between students who are educated using the Write Narrative Text Clustering Technique and students who are guided using Write Narrative Text utilising the Clustering Technique. The results further demonstrated that the use of the Clustering Technique in the students' class resulted in a decrease in their writing challenges. By using the Clustering methodology, students may pinpoint the underlying source of writing problems and successfully address them. This strategy is very efficacious in augmenting the understanding of the topic matter.

Exploring the Relationship Between Creativity and Narrative Writing Proficiency of Pakistani Undergraduate ESL Learners

The study aimed to explore the relationship between creativity and narrative writing proficiency level among ESL undergraduate learners of a public sector university in central Punjab, Pakistan. The study adopted a version of Torrance Test of Creative Thinking (TTCT) as a framework. TTCT and IELTS written test rubrics were utilized for analyzing the data of 30 participants. The primary objective of the study was to measure the level of creativity exhibited in the narrative writing and its relationship with English proficiency. A significant positive relationship (r = .84) was found between creativity and narrative writing proficiency using Pearson’s correlation coefficient. The results showed that the students who demonstrated higher level of creativity also exhibited stronger writing proficiency levels. To compare the results, a paired sample t-test was used to confirm, and it was found that there was a significant difference between the scores of writing test and creativity. The effect of gender was also investigated, and females outperformed male participants. The study emphasized the importance of fostering creativity in narrative writing instructions to improve writing abilities among ESL learners. The study suggested that educators and institutions should integrate creative writing exercises and techniques into language instructions, acknowledging the potential advantages of increasing students’ imaginative abilities to improve their language proficiency.

Leveraging L1 Folklore: Enhancing Fictional Narrative Writing with Metacognitive Strategies in Blended Learning Environments

Leveraging L1 Folklore: Enhancing Fictional Narrative Writing with Metacognitive Strategies in Blended Learning Environments

Creativity in Narrative Writing: Utilizing Mind Mapping with Ethnic Identification Model in Higher Education

Arabic language learning innovations are developing with various learning media, such as mindmapping. The use of mindmapping-based media can provide learning experiences for students. This research aimed to test the effectiveness of Mind Mapping concept in narrative writing skills for ethnic groups in Indonesia. A mixed research design was used with a quantitative approach to test the effectiveness of learning writing skills using Mind Mapping and a qualitative approach to identify student creativity in developing narrative paragraphs. 35 students who studied writing skills at UIN Imam Bonjol Padang in the Arabic Language Education study program were involved. The results showed that; 1) The effectiveness of Mind Mapping in narrative writing showed an increase in the average learning outcomes for writing skills to 77.91 which showed positive significance; 2) Creativity in writing narratives about Indonesian ethnic groups was identified including the distribution of the meaning of ethnic groups, characteristics of ethnic groups and examples of traditional culture, characterized by varied writing structures with the choice of various grammatical structures such as the arrangement of verbal phrases, adjectives, prepositions, adverbial attributes and nominal phrases. This article confirmed that the use of Mind Mapping for learning writing skills can develop paragraph ideas for writing skills in higher education.

The Use of Mobile Legends to Facilitate English Narrative Writing Skills Development: Students' Perceptions

The Use of Mobile Legends to Facilitate English Narrative Writing Skills Development: Students' Perceptions

Written narratives to understand the experience of individuals living with fibromyalgia.

To explore the experiences of individuals with fibromyalgia (FM) through written narratives (WN) and to preliminarily investigate the potential value of these narratives for healthcare professionals in assessing the overall perceived severity and disability experienced by individuals with FM. This cross-sectional study was conducted with 46 participants with a FM diagnosis. They were asked to complete a WN task that aimed to capture their personal experiences. The degree of severity and disability expressed in their texts was assessed by researchers, and participants were also asked to complete the Revised Fibromyalgia Impact Questionnaire (FIQR), the Hospital Anxiety and Depression Scale (HAD), and the Tampa Scale for Kinesophobia. Eight main themes were identified after qualitatively analysing the narratives provided by participants: story of their illness, FM characteristics, other illnesses, impact, coping strategies, social support, pain triggers and treatments. Pain emerges as a profound symptom affecting mental, physical, and social well-being, with diverse triggers and coping mechanisms. Participants highlighted difficulties in the diagnostic process, used multiple treatment strategies, and expressed a lack of understanding from healthcare professionals and society. There were significant correlations between researchers' assessments of severity and disability of the writings and FIQR and HAD scores. This study emphasises the value of narratives in capturing the multifaceted nature of FM experiences and hints at their potential for clinical understanding and management.

METADISCOURSE AND DISCOURSE STRUCTURE IN L2 NARRATIVE WRITING

METADISCOURSE AND DISCOURSE STRUCTURE IN L2 NARRATIVE WRITING

Teaching an Embodied Thinking Process for Narrative Writing ‘With Grammar in Mind’: An Analysis of Writing Conferences and Teacher Talk

ABSTRACT The writing process method is applied by teachers intending to engage students in the types of processes writers go through recursively when creating a text, including planning, drafting, revising, and editing. However, little is known about how teachers might support the imaginative thinking process that leads students to craft effective and visually detailed narrative scenes. In this paper, I explore how teachers have enacted one-to-one writing conferences to guide students through an embodied thinking process that leads to the selection of particular grammatical features for narrative effect. In this study, four Grade 5 teachers trial this method of thinking using six distinct embodied concepts through 75 writing conferences with 12 students. Through a thematic analysis of conference talk data, the study reveals how teachers support embodied thinking in a series of stages. These include building a shared narrative world, explaining the link between embodiment and grammar, and inviting students to think differently using the embodied concept. Findings show that teachers scaffolded students’ embodied thinking processes, but deviations in such teaching occurred.

Narrative Remedies: Exploring Therapeutic Expression in Phyllis Alesia Perry’s Stigmata

This research paper explores the therapeutic dimension of writing as a means of healing, with a specific focus on Phyllis Alesia Perry’s novel, Stigmata. Perry's work serves as a powerful example of how literature can be employed as a therapeutic tool for individuals navigating through trauma and adversity. The paper examines the novel's narrative structure, character development, and thematic elements, highlighting the healing potential embedded in the act of writing. By examining the protagonist's journey and the broader implications for readers, this research aims to contribute to the understanding of literature as a therapeutic medium. Although Stigmata contains various therapeutic dimensions, this paper tries to limit on the scope of scriptotherapy to reach the research end. First, the paper develops Suzette A. Henke's theory of “scriptotherapy” which is supported by Jennifer Lynne Bird’s “Narrative Writing,” and Sayantani Das Gupta and Marsha Hurst’s “Narrative Medicine” on the basis set by Jeffrey C. Alexander’s notion of the “agent of the carrier group,” Ron Eyerman’s notion of “collective representation,” and Dominick La Capra’s notion of “working through” since all these notions directly or indirectly contribute healing the traumatic wounds of people. In reading the novel, the employment of the theories helps discover how Stigmata proves to be therapeutic by analyzing and interpreting the essential and relevant textual evidence. Employment of the already produced literature by the scholars/critics will authenticate the central logic in meeting the research end.