Narrative Writing in Instruction
A narrative essay is one which tells a story. It is often told from a particular point of view and may contain dialogue. Unlike other essays, the narrative essay gives the author full permission to speak from the first-person point of view. In addition, it has a developed theme, setting, and list of characters. The setting and characters should be as detailed as possible and demonstrate growth or change throughout the course of the narrative essay.
Rather than supporting a main idea with subsequent textual evidence like persuasive and informational essays, narrative essays follow the standard peaks and valleys of a plot diagram. The structure is certainly much more free-flowing; however, narrative essays should consider having a beginning, middle and end. Typically, there is a problem or conflict in narrative writing for characters to grapple with. The conflict can be self vs. self or self vs. society. |
Narrative Writing and Vulnerability In her article, "Reconceptualizing Vulnerability in Personal Narrative Writing With Youths," Johnson advocates for a candid, raw, and head-first plunge into student vulnerability. Because students spend so much of their elementary and secondary writing careers responding to arbitrary topics which have no real impact on their lives, narrative writing becomes an especially vital venue for them to really channel their vulnerabilities into writing. Johnson (2014) writes, "In therapeutic arenas, such as social work and mental health, youth are viewed as victims/patients: of sexual assault, of dysfunctional families, or of addictive patterns, such as alcoholism...A conception of youth as victim highlights their vulnerability and needs for self-esteem, talk therapy, and protection from abusers" (Lesko, 1996, p. 454 qtd. in Johnson, 2014, p. 577). As teachers, we must be their advocates and give them the freedom and support necessary to explore real issues and concerns in their lives which make them vulnerable. Story-telling requires courage, sharing personal short-comings or terrible life-events requires courage. Speaking in vulnerabilities is speaking with intention about meaningful subject matter--subject matter that means everything in the tumultuous life of a young adolescent.
Johnson, E. (2014). Reconceptualizing Vulnerability in Personal Narrative Writing With Youths. Journal Of Adolescent & Adult Literacy, 57(7), 575-583. doi:10.1002/jaal.287
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Narrative Writing as Intervention Montgomery and Kahn believe that narrative writing tasks can be used as a tool for intervention in special education classrooms with students who have severe communicative disorders. Montgomery and Kahn write (2003) write, "Adolescents with language disabilities have difficulty with metalinguistic tasks, abstract language, higher order thinking, self-regulation, and literacy categories needed for proficient writing (American Speech-Language-Hearing Association, 2002). Demands placed on adolescents with disabilities as they learn to write include external challenges of the curriculum and personal challenges of their own social/physical development" (Sturm & Koppenhaver, 1999 qtd. in Montgomery & Kahn, 2003, p. 144). By employing a simple scaffolding writing process, these students are guided through the narrative writing process one step at a time. The authors suggest a five step approach: "1. Draw a Sequence Story; 2. Describe the Main Characters; 3. Begin Writing the Narrative; 4. Write the Story; 5. Rewrite and Correct" (Montgomery & Kahn, 2003, p. 146). By breaking down the writing process into steps, students practice communicating verbally, through drawing, and through writing. Scaffolding the writing process for both adolescent and primary special education students makes writing and communicating effectively more accessible and meaningful for them.
Montgomery, J. K., & Kahn, N. L. (2003). You Are Going to Be an Author: Adolescent Narratives as Intervention.Communication Disorders Quarterly, 24(3), 143-152.
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Modes of Narrative Writing
Drama and Drawing"By emphasizing tellability in their narratives, students moved beyond the surface 'bed-to-bed' stories. The use of role play enabled students to physically and socially construct their stories and notice which areas needed more details" (Clark, 2012, p. 66).
"Although drama is often thought of as impractical and drawing is sometimes used merely as a time-filling activity, both have the potential as simple, effective strategies for increasing students' motivation to write and enhance the quality of their work" (Moore & Caldwell, 1993, p. 109). Clark, S. (2012). Guiding the Noticing: Using a Dramatic Performance Experience to Promote Tellability in Narrative Writing. Clearing House, 85(2), 65-69.
Moore, B. H., & Caldwell, H. (1993). Drama and Drawing for Narrative Writing in Primary Grades. Journal Of Educational Research, 87(2), 100.
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Storytelling"Narrative development is important for all children and when teachers know how narratives develop, what level stories their students tell, and how to foster story telling at higher levels, they are better equipped to help all children develop oral narrative skills critical for ordering personal experiences, communication, concept formation, and literacy preparation" (Stadler & Ward, 2005, p. 79).
Stadler, M. A., & Ward, G. C. (2005). Supporting the Narrative Development of Young Children. Early Childhood Education Journal, 33(2), 73-80. doi:10.1007/s10643-005-0024-4
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Visual Narratives"Illustrations aren't a stage in writing that students should be encouraged to leave behind. Instead, illustrations can add another layer of depth and meaning to a writer's text" (Friese, 2013, p. 28).
"In a world where visual information abounds, students benefit from knowing how to use visual techniques as a part of understanding and telling life stories. The expanding array of graphic narratives can provide concrete examples of what might otherwise be abstract elements--elements that students can then apply to their own memoirs, whether they are written in words or pictures" (Friese, 2013, p. 29). Friese, E. G. (2013). VISUAL NARRATIVES. Knowledge Quest, 41(3), 24-29.
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Multimodal and Media Authoring"The multimodal texts created by children were instances of 3D animated movies, created with the software tool, Kahootz. As such, the text can be considered tri-modal, as they instantiate meanings from three meaning systems" verbiage, image and sound" (Thomas, 2012, p. 79).
"Children's stories provide ample opportunities for teachers to engage in important discussions about media within the framework of existing writing programs" (Willett, 2005, p. 142). Thomas, A. (2012). Children's writing goes 3D: a case study of one primary school's journey into multimodal authoring. Learning, Media & Technology, 37(1), 77-93.
Willett, R. (2005). ‘Baddies’ in the classroom: media education and narrative writing. Literacy, 39(3), 142-148.
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Computer Game Authoring"The strong motivational influence of computer games on children can be used positively within education...In the domain of literacy and narrative development, creating an interactive audio-visual computer game to tell a story has many potential benefits...Sophisticated game design is well within reach of 12-15 year olds" (Robertson & Good, 2005, p. 58)
Robertson, J., & Good, J. (2005). Children's narrative development through computer game authoring. Techtrends: Linking Research & Practice To Improve Learning, 49(5), 43-59.
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