The relative ease of writing narrative texts

1991 ◽  
Author(s):  
Ronald T. Kellogg ◽  
Merilee Krueger ◽  
Rose Blair
Keyword(s):  
Narrative Texts ◽  
Relative Ease

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan  which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work. Keywords : Using Personal Experiences Strategy. Writing Narrative Text.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Anisya Hardianti Daulay And Sumarsih
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work.

Developing a Pop Up Book Supportive to Narrative-Texts Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Khoirunnisa Safitri ◽  
Sudarsono Sudarsono
Keyword(s):  
Narrative Text ◽  
Development Phase ◽  
Design Phase ◽  
Narrative Texts ◽  
Evaluation Result ◽  
Tenth Grade ◽  
Text Reading ◽  
The Media ◽  
Addie Model ◽  
Teaching Learning

This research aims to develop Pop-Up Book as supplementary media to support the teaching of narrative texts and to evaluate whether or not the media are feasible to teach narrative texts to the tenth grade students of SMA Negeri 8 Pontianak. The media consisted of narrative texts with pop-up pictures. They were divided based on the structure of a narrative text. The materials were taken from the students’ textbook that the researcher has simplified. The procedures were adapted from ADDIE Model proposed by Branch and it used three phases, namely, Analyse, Design, and Develop. From analyse phase, it was found that the students needed interesting media that was visually attractive to engage them in the teaching learning process and to support the existing materials. The Design phase covered the aspects, which were the focus of the media, of the materials and the pictures for the media, and the structure of the media. The Development phase concerned the development of the essential parts of the media. According to the evaluation result, the media are considered feasible to be applied by the teachers to teach narrative text reading.

L’hypopeinture greuzienne et ses palimpsestes narratifs au XVIIIe siècle

2015 ◽  
pp. 23-32
Author(s):  
Nadège Langbour
Keyword(s):  
18Th Century ◽  
Narrative Texts ◽  
Xviiie Siècle ◽  
Xviiie Siecle

In the 18th century, the paintings of Greuze had much success. The literature took against these paintings. It transposed them in narrative texts. Diderot and Aubert, described paintings of Greuze by using the literary kind of the moral tale. Thus, they respected moral spirit of the painting of Greuze. But when paintings of Greuze were transposed in the novels, this moral spirit had been perverted : the novels respected stating of Greuze, but they used it to produce a different statement.

Jamie Kreiner, The Social Life of Hagiography in the Merovingian Kingdom. Cambridge: Cambridge University Press, 2014, pp. xii, 329.

Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 370-372
Author(s):  
Bernard S. Bachrach
Keyword(s):  
Social Life ◽  
Accurate Information ◽  
Early Medieval ◽  
Narrative Texts ◽  
Cambridge University ◽  
Plain Text ◽  
The Social

In 1988 Walter Goffart demonstrated conclusively that the authors of early medieval narrative texts had to be taken seriously as people of intellectual substance capable of sustaining sophisticated arguments. Their works, Goffart warns us, were not to be treated, as previously had been the case, as mere naive receptecals of fact and fantasy to be plundered by historians in search of accurate information. In the wake of Goffart’s work, it has become a cliché that text must be treated as text before it is treated as evidence if, in fact, it ever is to be used for the latter purpose. In the generation that has passed since Goffart’s paradigm has taken hold it is rare to find anyone who will read early medieval narrative works, such as those of Gregory of Tours (d. 594), as plain text.

Letters and Communication Networks in Merovingian Gaul

2020 ◽  
pp. 530-555
Author(s):  
Andrew Gillett
Keyword(s):  
Roman Empire ◽  
Communication Networks ◽  
Complete List ◽  
Narrative Texts ◽  
Manuscript Tradition ◽  
Letter Exchange ◽  
Late Roman

While some letters from Merovingian-era Gaul are well known—for example, Remigius’s letters to Clovis or Radegund’s letters founding her monastery—the scale and scope of extant and attested letters tell us more about the period than the sum of data from individual documents. The cumulative range of known epistolary communications indicates that Merovingian Gaul, like the late Roman Empire of the previous centuries, hosted multiple, entangled networks of social and political interconnections. This chapter considers how we can set about contemplating both the limitations and value of the evidence we have. Comparison with contemporary Egypt, from which letters are preserved both in manuscript tradition (as with Gaul) and as papyri originals, evokes the possibility of envisaging Merovingian Gaul quite differently from our received image. The extant evidence for letters is surveyed, including “literary” collections of letters, letters preserved in other types of texts, and the extensive number of descriptions of letter exchange in narrative texts. The chapter includes the first checklist of more than 500 extant letters and a list of narrative sources, including the first complete list of references to letters in the works of Gregory of Tours.

scholarly journals Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children

2021 ◽  
Author(s):  
Wienke Wannagat ◽  
Gesine Waizenegger ◽  
Gerhild Nieding
Keyword(s):  
Response Times ◽  
Text Processing ◽  
Auditory Presentation ◽  
Narrative Texts ◽  
Global Coherence ◽  
Text Presentation ◽  
Final Sentence ◽  
Query Word ◽  
Audiovisual Presentation ◽  
Short Narrative

AbstractIn an experiment with 114 children aged 9–12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.

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