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1
SHIRO, MARTHA. "Genre and evaluation in narrative development." Journal of Child Language 30, no. 1 (February 2003): 165–95. http://dx.doi.org/10.1017/s0305000902005500.
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In this study I examine Venezuelan children's developing abilities to use evaluative language in fictional and personal narratives. The questions addressed are: (1) How does the use of evaluative language vary in fictional and personal narratives? (2) Is there a relationship between the use of evaluative language in these two narrative genres and children's age and socio-economic status (SES)? The sample consists of 444 narratives produced by 113 Venezuelan school-age children participating in 4 narrative tasks, in which personal and fictional stories were elicited. Findings suggest that age and socio-economic status have a greater impact on the use of evaluation in fictional stories than in personal narratives. Low SES and younger children are at a greater disadvantage when performing fictional narratives than when performing personal narratives. These results strongly imply that children's narrative competence cannot be assessed in a single story-telling task, given the importance that task-related factors seem to have on narrative abilities.
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Allen, Marybeth S., Marilyn K. Kertoy, John C. Sherblom, and John M. Pettit. "Children's narrative productions: A comparison of personal event and fictional stories." Applied Psycholinguistics 15, no. 2 (April 1994): 149–76. http://dx.doi.org/10.1017/s0142716400005300.
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ABSTRACTPersonal event narratives and fictional stories are narrative genres which emerge early and undergo further development throughout the preschool and early elementary school years. This study compares personal event and fictional narratives across two language-ability groups using episodic analysis. Thirty-six normal children (aged 4 to 8 years) were divided into high and low language-ability groups using Developmental Sentence Scoring (DSS). Three fictional stories and three personal event narratives were gathered from each subject and were scored for length in communication units, total types of structures found within the narrative, and structure of the whole narrative. Narrative genre differences significantly influenced narrative structure for both language-ability groups and narrative length for the high language-ability group. Personal events were told with more reactive sequences and complete episodes than fictional stories, while fictional stories were told with more action sequences and multiple-episode structures. Compared to the episodic story structure of fictional stories, where a prototypical ‘good” story is a multiple-episode structure, a reactive sequence and/or a single complete episode structure may be an alternate, involving mature narrative forms for relating personal events. These findings suggest that narrative structures for personal event narratives and fictional stories may follow different developmental paths. Finally, differences in productive language abilities contributed to the distinctions in narrative structure between fictional stories and personal event narratives. As compared to children in the low group, children in the high group told narratives with greater numbers of complete and multiple episodes, and their fictional stories were longer than their personal event narratives.
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Iqbal, Liaqat, Dr Ayaz Ahmad, and Mr Irfan Ullah. "Narrative Style: A Sociolinguistic Analysis of Oral Personal Experience Narratives." sjesr 3, no. 1 (April 19, 2020): 41–47. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(41-47).
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Personal narrative, a very important subgenre of narratives, is usually developed in a particular style. To know its specificity, in this study, oral personal narratives have been analyzed. For this purpose, twenty oral narratives, collected from twenty students of BS English, have been analyzed. In order to understand the macrostructure, i.e., narrative categories, Labov’s (1972) model of sociolinguist features of narratives has been used. For the analysis of microstructures, Halliday’s and Hasan’s (1976) five key cohesive ties: references, conjunction, substitution, ellipses, and lexical ties have been used. It was found that with little variations, most of the personal experience oral narratives follow the Labov’s structure of narrative analysis, i.e., abstract, orientation, complicating actions, resolution, evaluation, and coda. Likewise, while doing microanalysis, it was found that the narratives were well-compact with the help of elements of cohesive ties. The study shows that oral personal experience narratives can have the same structure as those of written narratives.
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Rollins, Pamela. "Personal Narratives in Individuals with High-Functioning ASD: A Lens Into Social Skills." Perspectives on Language Learning and Education 21, no. 1 (January 2014): 13–20. http://dx.doi.org/10.1044/lle21.1.13.
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Narrative assessment is a valid means for evaluating social pragmatic skills in high-functioning individuals with autism spectrum disorder (ASD). Speech-language pathologists (SLPs) typically analyze fictional narratives because of their strong association with school success. A review of literature suggests that high-functioning individuals with ASD have more difficulties telling personal narratives than fictional narrative. Because problems telling personal narratives may negatively impact social relationships, we suggest evaluating personal narratives to aide intervention planning. We review the elicitation and analysis procedure for personal narratives described in McCabe & Rollins (1994) and make suggestions for intervention.
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Poirier, John C. "Narrative Theology and Pentecostal Commitments." Journal of Pentecostal Theology 16, no. 2 (2008): 69–85. http://dx.doi.org/10.1163/174552508x294206.
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AbstractA number of Pentecostal scholars have proposed that narrative theology represents an appropriate reading strategy for Pentecostals. This article introduces three lines of critique against such a proposal: (1) the understanding of truth that underlies the apostolic kerygma is incompatible with that which underlies narrative theology, (2) the notion that personal identity is narratival has been built upon the ghostless anthropology of Gilbert Ryle, a scheme that conflicts with both NT soteriology and Paul's discussion of how spiritual gifts work through the believer, and (3) early forms of narrative theology translated the Gospels' healing narratives into illustrations of a spiritualized understanding of the gospel.
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Eng, Bennie, and Cheryl Burke Jarvis. "Consumers and their celebrity brands: how personal narratives set the stage for attachment." Journal of Product & Brand Management 29, no. 6 (June 1, 2020): 831–47. http://dx.doi.org/10.1108/jpbm-02-2019-2275.
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Purpose This paper aims to demonstrate how consumer attachment to celebrity brands is driven by perceived narratives about the celebrity’s persona, which triggers communal (i.e. altruistic) relationship norms. The research investigates the differential role of narratives about celebrities’ personal vs professional lives in creating attachment and identifies and tests moderating effects of narrative characteristics including perceived source of fame, valence and authenticity. Design/methodology/approach Three online experiments tested the proposed direct, meditating and moderating relationships. Data was analyzed using mediation analysis and multiple ANOVAs. Findings The results suggest relationship norms that are more altruistic in nature fully mediate the relationship between narrative type and brand attachment. Additionally, personal narratives produce stronger attachment than professional narratives; the celebrity’s source of fame moderates narrative type and attachment; and on-brand narratives elicit higher attachment than off-brand narratives, even when these narratives are negative. Practical implications The authors offer recommendations for how marketers can shape celebrity brand narratives to build stronger consumer attachment. Notably, personal (vs professional) narratives are critical in building attachment, especially for celebrity brands that are perceived to have achieved their fame. Both positive and negative personal narratives can strengthen attachment for achieved celebrity brands, but only if they are on-brand with consumer expectations. Originality/value This research is an introductory examination of the fundamental theoretical process by which celebrity brand relationships develop from brand persona narratives and how characteristics of those narratives influence consumer-brand attachment.
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J. Corsa, Andrew. "Learning from Fiction to Change our Personal Narratives." Croatian journal of philosophy 21, no. 61 (May 21, 2021): 93–109. http://dx.doi.org/10.52685/cjp.21.1.6.
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Can fictional literature help us lead better lives? This essay argues that some works of literature can help us both change our personal narratives and develop new narratives that will guide our actions, enabling us to better achieve our goals. Works of literature can lead us to consider the hypothesis that we might beneficially change our future-oriented, personal narratives. As a case study, this essay considers Ben Lerner’s novel, 10:04, which focuses on humans’ ability to develop new narratives, and which articulates a narrative that takes into account both everyday life and large-scale issues like the global, environmental crisis.
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Mills, Monique T., Leslie C. Moore, Rong Chang, Somin Kim, and Bethany Frick. "Perceptions of Black Children's Narrative Language: A Mixed-Methods Study." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 84–99. http://dx.doi.org/10.1044/2020_lshss-20-00014.
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Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.
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Minami, Masahiko. "Japanese Preschool Children's and Adults' Narrative Discourse Competence and Narrative Structure." Journal of Narrative and Life History 6, no. 4 (January 1, 1996): 349–73. http://dx.doi.org/10.1075/jnlh.6.4.03jap.
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Abstract This study presents empirical evidence o f Japanese preschool children's (a) narrative discourse competence and narrative structure and (b) rhetorical/expressive flexibility, compared to adults. With data on oral personal narratives told by Japanese preschoolers and adults, and with verse/stanza analysis (Gee, 1985; Hymes, 1981) and high point analysis based on the Labovian approach (Labov, 1972; Peterson & McCabe, 1983), it was discovered that children's and adults' narratives are similar in terms o f structure in that they both tend to have three verses per stanza, and that children and adults tend to tell about multiple experiences. By contrast, there are some clear differences in terms o f content and delivery. Whereas children tend to tell their stories in a sequential style, adults emphasize nonsequential information. Specifically, compared to children's narratives, adults' narratives place considerably more weight on feelings and emotions. The findings of this study strongly suggest that oral personal narratives told by Japanese preschoolers do not represent the final phase o f development. Rather, they still have a long way to go. (Narrative Development; Narrative Structure)
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Bradford Wainwright, Angela. "Gender Differences in the Narrative Productions of African American Adults." American Journal of Speech-Language Pathology 28, no. 2 (May 27, 2019): 623–38. http://dx.doi.org/10.1044/2018_ajslp-18-0153.
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Purpose The narrative is an important component of cognitive–linguistic assessment of nonmainstream populations and provides a valuable basis on which to conduct cross-ethnic/cultural comparisons. Given that there is limited information on the narrative characteristics of African American adults, this study was designed to describe the nature of narrative productions among African American men and women and to determine if gender differences exist in those productions. Method Seventy-six African American adults—40 women (ages 46–86 years) and 36 men (ages 45–87 years)—recruited from Washington, DC, and the Metropolitan area took part in the study. Participants produced a complex story retelling and a personal narrative of their choosing. All narratives were transcribed orthographically, parsed into T-units, and analyzed for narrative superstructure. Narratives were then examined by establishing the quantity of information, distribution of information, and African American English (AAE) density and usage. Results The results of the study demonstrated that women produced more information across all measures of quantity and narrative conditions. Gender differences were observed where men produced narratives that were brief and succinct whereas women produced longer, more elaborative narratives. Moreover, women produced more information across constituent units of the narratives. Although the use of AAE and its effect on quantity and distribution of information were negligible, the results demonstrated that men produced more occurrences of AAE than women. Conclusions This study demonstrated that women were more talkative, produced more information, took more time to produce their narratives, and told stories that were more descriptive, evaluative, and reflective than those of their male counterparts. This study also suggests that personal narratives may be more robust in characterizing the process of African American adult narrative production whereas story retelling may be a good contrastive element in further describing narrativization. Supplemental Material https://doi.org/10.23641/asha.7905377
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Kuzmičová, Anežka, and Katalin Bálint. "Personal Relevance in Story Reading." Poetics Today 40, no. 3 (September 1, 2019): 429–51. http://dx.doi.org/10.1215/03335372-7558066.
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Although personal relevance is key to sustaining an audience’s interest in any given narrative, it has received little systematic attention in scholarship to date. Across centuries and media, adaptations have been used extensively to bring temporally or geographically distant narratives “closer” to the recipient under the assumption that their impact will increase. In this article, we review experimental and other empirical evidence on narrative processing in order to unravel which types of personal relevance are more likely to be impactful than others, which types of impact (e.g., aesthetic, therapeutic, persuasive) they have been found to generate, and where their power becomes excessive or outright detrimental to reader experience. Together, the evidence suggests that narratives are read through the lens of the reader’s self-schema independently of genre, although certain groups of readers, especially in certain situations, may experience personal relevance and related effects more strongly than others. The literature further suggests that large-scale similarities between reader and character (e.g., gender) may not per se be enough for relevance effects to arise and that emotional valence has a role to play in the process alongside thematic saliency.
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Лозова, Ольга, and Олена Литвиненко. "Narrative Indicators of Adolescents’ Maladaptive Cognitive Schemas." PSYCHOLINGUISTICS 26, no. 1 (November 12, 2019): 228–45. http://dx.doi.org/10.31470/2309-1797-2019-26-1-228-245.
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Introduction. The article presents the results of a study of adolescents` personal narratives. The general aim of the study was to identify narrative indicators of adolescents’ maladaptive cognitive schemas. This aim was achieved by virtue of realization of such tasks as: to identify the specific text categories (indicators) that indicate the maladaptive schemas and to determine the predictive power of each category (indicator). In the course of theoretical analysis, there were systematized the approaches to the understanding of personal narratives and “self-texts”. There also was generalized the concept of maladaptive cognitive schemas, and were defined textual categories which can be reflected in the narratives of people who have certain maladaptive schemas.
Methods. The methods of the empirical study were Dusseldorf Illustrated Schema Questionnaire for Children and the content-analysis of personal narratives. Statistical processing of the obtained data and determination of the predictive power of each narrative category were performed with the help of the method of recursive division trees.
Results. As a result of the empirical study was it was found that certain categories in the personal narratives of adolescents allow us to predict the manifestation of individual maladaptive schemas. There were identified narrative indicators, able to predict fourteen of the eighteen schemas. It was determined that the knowledge of narrative indicators of maladaptive cognitive schemas can be used within the psychological counseling and therapy at the stage of gathering primary information, as well as in the context of purposeful psychological impact.
Conclusions. There were described the topical prospects for further scientific development of the problem, which were to expand the categorical structure of content analysis, which would allow to find indicators of four schemas that remain unclear, as well as to widen the age range of respondents and to test the hypothesis about the existence of a link between the personal narratives of adults and their maladaptive schemas. There was made an assumption that modification of a personal narrative can accelerate therapeutic work aimed at eliminating the negative impact of maladaptive schemas on a person's life.
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Mustafa, Balsam. "From personal narrative to global call for action." Narrative Inquiry 28, no. 1 (September 27, 2018): 161–80. http://dx.doi.org/10.1075/ni.16058.mus.
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Abstract This paper examines personal narratives and how they change according to the context in which they are narrated. In particular, it argues that personal narratives change as they are mediated by various discourses, genres and modes, as well as by the peculiarities that emerge when speaking and writing in different languages and when undertaking translation. It uses a case-study approach to analyse the different narratives told by Islamic State’s Yezidi female survivor, and United Nations Goodwill ambassador, Nadia Murad, in different contexts in 2014 and in 2015. In 2014, when two Western mass media outlets interviewed Murad, her narrative was compacted and less detailed. This shifted in December 2015 when Murad testified about her ordeal before the Security Council. Mediated by the discourse of the latter and by the genre of testimony, Murad’s narrative became more detailed, and transformed from a description of a personal suffering into a call for action.
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Golden, Noah Asher. "“There’s Still That Window That’s Open”." Urban Education 52, no. 3 (August 3, 2016): 343–69. http://dx.doi.org/10.1177/0042085915613557.
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This narrative analysis case study challenges the education reform movement’s fascination with “grit,” the notion that a non-cognitive trait like persistence is at the core of disparate educational outcomes and the answer to our inequitable education system. Through analysis of the narratives and meaning-making processes of Elijah, a 20-year-old African American seeking his High School Equivalency diploma, this case study explores linkages among dominant discourses on meritocracy, opportunity, personal responsibility, and group blame. Specifically, exposition of the figured worlds present in Elijah’s narratives points to the attempted obfuscation of social inequities present in the current educational reform movement and our broader society. This obfuscation present in the grit discourse and pedagogy aims to diminish the critical bifocality that is needed to understand and improve educational opportunity and outcomes.
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Fioretti, Chiara, Debora Pascuzzi, and Andrea Smorti. "Narrative and Narrativization of A Journey: Differences between Personal and Fictional Narratives." Open Psychology Journal 12, no. 1 (November 15, 2019): 205–15. http://dx.doi.org/10.2174/1874350101912010205.
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Background:Scholars depict a deep connection between the way children remember their personal past and imagine the present and the future (Vygotskji, 2004; Brockmeier, 2015). Nevertheless, several studies indicate that children are prone to relate well-formed stories about past personal events but report difficulties in constructing narratives from fictional events. Objective:The present study aims to investigate the differences between school-aged children’s personal and fictional narratives about a journey, considering different types of stories they structured. Methods:220. 8 to 10-year old children randomly divided into three groups, performed a narrative on a journey: 70 narrated a memory on a journey, 92 narrated an ideal trip and 58 narrated a fictional story from a given orientation. The presence and the type of complicating action were assessed to investigate children's ability to present well-structured narratives. Results:The results showed that children were more able to construct stories with complicating action when they narrated personal events and when they were scaffolded by an incipit. Furthermore, in fictional narratives with incipit, children narrated multiple Complicating action creating a continuous violation of canonicity. Conclusions: The authors discuss the results considering the difference between narrative and narrativization of personal and fictional events and the importance of scaffolding children’s narrative skills.
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Hirsh, Jacob B., Raymond A. Mar, and Jordan B. Peterson. "Personal narratives as the highest level of cognitive integration." Behavioral and Brain Sciences 36, no. 3 (May 10, 2013): 216–17. http://dx.doi.org/10.1017/s0140525x12002269.
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AbstractWe suggest that the hierarchical predictive processing account detailed by Clark can be usefully integrated with narrative psychology by situating personal narratives at the top of an individual's knowledge hierarchy. Narrative representations function as high-level generative models that direct our attention and structure our expectations about unfolding events. Implications for integrating scientific and humanistic views of human experience are discussed.
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Rollins, Pamela Rosenthal. "Narrative Skills in Young Adults With High-Functioning Autism Spectrum Disorders." Communication Disorders Quarterly 36, no. 1 (March 10, 2014): 21–28. http://dx.doi.org/10.1177/1525740114520962.
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In this study, the author investigated narrative performances of 10 high-functioning young adults with Autism Spectrum Disorders (ASD) across personal and storybook narratives. Narratives were elicited with genre-specific procedures and then transcribed and scored using the narrative scoring scheme (NSS). One-tailed paired-sample t tests were conducted on four variables, for which the standard mean difference between the genres (NSS Total Score, Introduction, Conclusion, and Mental States) was large. To avoid inflating Type I error, an alpha of .012 was set. Results indicated that, on average, high-functioning adults with ASD had poorer quality personal narratives for NSS Total Score, Mental States, and Conclusion. This suggests that many high-functioning adults with ASD have difficulty in expressing how they feel and often neglect to conclude and make sense of their experiences in a social context. Telling personal narratives is an important skill for high-functioning adults with ASD because narratives support social interaction and relationships.
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Westby, Carol, and Barbara Culatta. "Telling Tales: Personal Event Narratives and Life Stories." Language, Speech, and Hearing Services in Schools 47, no. 4 (October 2016): 260–82. http://dx.doi.org/10.1044/2016_lshss-15-0073.
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Purpose Speech-language pathologists know much more about children's development of fictional narratives than they do about children's development of personal narratives and the role these personal narratives play in academic success, social–emotional development, and self-regulation. The purpose of this tutorial is to provide clinicians with strategies for assessing and developing children's and adolescents' personal narratives. Method This tutorial reviews the literature on (a) the development of autobiographical event narratives and life stories, (b) factors that contribute to development of these genres, (c) the importance of these genres for the development of sense of self-identity and self-regulation, (d) deficits in personal narrative genres, and (e) strategies for eliciting and assessing event narratives and life stories. Implications To promote development of personal event narratives and life stories, speech-language pathologists can help clients retrieve information about interesting events, provide experiences worthy of narrating, and draw upon published narratives to serve as model texts. Clinicians can also address four interrelated processes in intervention: reminiscing, reflecting, making coherent connections, and signaling the plot structure. Furthermore, they can activate metacognitive awareness of how evaluations of experiences, coherence, and plot structure are signaled in well-formed personal event narratives and life stories.
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Kelly, Kimberly R. "Mother-Child Conversations and Child Memory Narratives: The Roles of Child Gender and Attachment." Psychology of Language and Communication 20, no. 1 (October 1, 2016): 48–72. http://dx.doi.org/10.1515/plc-2016-0003.
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Abstract This study examined the roles of child gender and attachment in mother-child narrative conversations and child independent narratives. Children (Mage = 56 months) told personal narratives independently and while engaged in narrative conversations with their mothers. The Attachment Story Completion Task-Revised (Verschueren & Marcoen, 1994) measured child attachment representations. Results indicated that attachment was linked to maternal conversational style and child independent narratives. Mothers with secure sons continued their topics more than mothers of secure daughters, and secure boys’ independent narratives were less elaborative than those of secure girls. However, no gender differences were found among insecure dyads. We argue that mothers of secure boys sensitively recognize their sons’ cues within the conversational context and respond to the need for further verbal assistance, thus providing more on-topic replies in narrative conversations.
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Atkinson, Paul. "Illness Narratives Revisited: The Failure of Narrative Reductionism." Sociological Research Online 14, no. 5 (November 2009): 196–205. http://dx.doi.org/10.5153/sro.2030.
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The argument uses the proliferating research literature on ‘illness narratives’ to make a more general analytic point about the proper treatment of narratives and life-stories by social scientists. It is suggested that, notwithstanding earlier commentary and criticism, and despite the sophistication of authors such as Mishler, too many narrative-based studies fall far short of a thoroughly analytic approach to such spoken actions. Too often narratives are celebrated as the means for analysts to gain access to personal experience, to the subjective or private aspects of illness. It is argued that we still need analytic strategies that treat illness (or any) narratives as speech acts, based on socially shared resources.
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Grall, Clare, Ron Tamborini, René Weber, and Ralf Schmälzle. "Stories Collectively Engage Listeners’ Brains: Enhanced Intersubject Correlations during Reception of Personal Narratives." Journal of Communication 71, no. 2 (April 1, 2021): 332–55. http://dx.doi.org/10.1093/joc/jqab004.
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Abstract Audiences’ engagement with mediated messages lies at the center of media effects research. However, the neurocognitive components underlying audience engagement remain unclear. A neuroimaging study was conducted to determine whether personal narratives engage the brains of audience members more than non-narrative messages and to investigate the brain regions that facilitate this effect. Intersubject correlations of brain activity during message exposure showed that listening to personal narratives elicited strong audience engagement as evidenced by robust correlations across participants’ frontal and parietal lobes compared to a nonpersonal control text and a reversed language control stimulus. Thus, personal narratives were received and processed more consistently and reliably within specific brain regions. The findings contribute toward a biologically informed explanation for how personal narratives engage audiences to convey information.
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Ingraham, Chris. "The Scope and Autonomy of Personal Narrative." Written Communication 34, no. 1 (December 29, 2016): 54–74. http://dx.doi.org/10.1177/0741088316683147.
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The work of Carol Berkenkotter and others who have expanded the realm of personal narrative studies over the past several decades would not have been possible without the pioneering efforts of those who first brought the study of narrative to nonliterary discourses. By revisiting what personal narratives were to these pioneers—working outward from William Labov in particular—this article considers how the early expansion of the field helps us to understand the far wider expansion of multimodal personal narrative today. In doing so, I suggest that understanding the notion of a personal narrative requires a twofold commitment to inquiry: first, about what makes it narrative; and second, about what makes it personal. These commitments hinge on two crucial junctures, what I call the problem of scope and the problem of autonomy. Framed as questions, the former asks, When does a narrative begin and end? The latter asks, Whose narrative is it? This recuperative essay shows that the heuristics of scope and autonomy can be useful ways to think about the ongoing complexities of personal narrative and its analysis.
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KOVEN, MICHÈLE. "Comparing bilinguals' quoted performances of self and others in tellings of the same experience in two languages." Language in Society 30, no. 4 (October 2001): 513–58. http://dx.doi.org/10.1017/s0047404501004018.
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This article lends empirical support to the notion that quoted speech is “constructed dialogue” by exploring empirically how narratives of personal experience involve creative performance of locally imaginable personas, rather than accurate or faithful representation of actual people and their words. This work examines quotation in narratives of personal experience as a site where speakers use language pragmatically to enact socio-culturally locatable identities. Using a corpus of narratives in which French–Portuguese bilinguals told the same narratives of personal experience once in each language, it demonstrates that speakers do not quote more extensively when recounting experiences in the language in which those events “originally” occurred. Ultimately, what differs most in speakers' quotations in French and Portuguese tellings of the “same event” are the nonequivalent kinds and ranges of registers in which narrated characters are quoted. More specifically, speakers are more likely to quote themselves as speaking or having spoken in creative, marked registers in French than in Portuguese. This difference in the registers put in the mouths of quoted characters, in particular of quoted selves, may point to ways in which these bilinguals' multiple identities are instantiated within and across their two languages. More broadly, this work reveals ways in which all speakers may use narrative not only to describe the past but also to perform a variety of cultural selves, reinventing and reenacting characters as quoted selves and others.
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Otto, Natália. "‘I Did What I Had to Do’: Loyalty and Sacrifice in Girls’ Narratives of Homicide in Southern Brazil." British Journal of Criminology 60, no. 3 (January 3, 2020): 703–21. http://dx.doi.org/10.1093/bjc/azz079.
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Abstract This paper examines how criminalized teenage girls who have committed homicide reconcile violent practices with self-conceptions of femininity in their personal narratives. Data come from 13 biographical interviews with adolescent girls incarcerated in Porto Alegre, Brazil. Drawing from Bourdieusian theory and narrative criminology, I examine how gendered social structures shape how girls produce intelligible and morally coherent accounts of their crimes. I found that girls share a narrative habitus that allows for three different frames to make sense of violence: violence as a gendered resource, as a gendered failure and as a gendered dilemma. This paper contributes to a growing feminist narrative criminology that investigates how personal narratives of violence are embedded in gendered social structures.
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Stephens, David. "RECONCEPTUALISING THE ROLE OF NARRATIVE IN EDUCATION AND DEVELOPMENT IN AFRICA: LESSONS FROM THE FIELD." International Journal of Educational Development in Africa 1, no. 1 (October 14, 2014): 19–30. http://dx.doi.org/10.25159/2312-3540/3.
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There has been a major ‘turn’ towards narrative, biographical and life history approaches in the academy over the last 30 years. But whereas some significant narrative research has been carried out in the West, such approaches are in their infancy on the African continent. This article explores narrative at three levels from the influence of Western meta narratives to the national and more personal narratives of teachers and students. Drawing on two periods of narrative field work in Ghana and South Africa, the article concludes with a discussion of three important lessons to be learnt from the field: that the relationship between ‘grand’ hegemonic narratives and individual life histories needs to be re-thought; that context and culture provide the hermeneutic ‘glue’ that provides meaning to the field narratives; and that narrative research can provide alternative sources of evidence for policymakers.
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Perez, Carmela, and Helen Tager-Flusberg. "Clinicians' Perceptions of Children's Oral Personal Narratives." Narrative Inquiry 8, no. 1 (January 1, 1998): 181–201. http://dx.doi.org/10.1075/ni.8.1.08per.
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A diverse group of child clinicians (n — 39) rated paragraph-long transcriptions of two Euro-American, two African-American, and two Latino children's oral narratives. Clinicians were asked to rate the logic, cohesion, and comprehensibility of the stories using 6-point scales. They were also asked to give a rough estimate of the children's IQ, to comment on the existence of emotional/behavioral and/or learning/language problems, and to assign possible diagnoses. The results indicated clinicians' ratings of the Latino narratives were significantly different from ratings of the Euro-American and African-American narratives, as confirmed by Scheffe post hoc analysis. Diagnoses revealed a distribution by ethnicity of children. Euro-Americans received 21 diagnoses, African-Americans received 33 diagnoses, and Latinos received 53 diagnoses. Further, clinicians' ethnicity and gender did not account for any group differences. The implications of these findings are twofold. First, clinicians seem to be unaware of the differences in Latino children's narrative structure, and seem to be penalizing them for not conforming to the Euro-American structure. Second, it appears that clinicians training and practicing in the U.S. tend to adopt a Euro-American perspective which may desensitize them as to the narrative intricacies of their own culture.
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Hewitt, Lynne E. "Narrative as a Critical Context for Advanced Language Development in Autism Spectrum Disorder." Perspectives of the ASHA Special Interest Groups 4, no. 3 (June 19, 2019): 430–37. http://dx.doi.org/10.1044/2019_pers-sig1-2018-0021.
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Purpose This review details characteristics of narrative language that make it a critical context for advanced language development in autism spectrum disorders (ASDs). The nature of narrative as a form of communication is outlined, for both fiction and narratives of personal experience. The literature on narrative ability, assessment, and intervention in children and adolescents with ASD is reviewed, and guidance for clinical work with adolescents with ASD is provided. Method This report details the results of a narrative review; the work contextualizes findings related to ASD within the broader context of the nature of narrative and how narrative can pose unique challenges for those with ASD owing to social-cognitive concerns in ASD. The article presents an overview of the literature investigating narrative ability in adolescents and children with ASD, including clinical literature detailing assessment and intervention in this area. Information was organized relative to types of narrative to derive guidelines for best practice. Conclusions Advanced narrative language is a critical context for later language development, because of its curricular importance and because it provides a significant context for abstract, advanced linguistic structures, social learning, and perspective taking. Narratives of personal experience are central to interactions in a variety of social contexts. The literature shows weaker literacy abilities, especially in more complex contexts, in children and adolescents with ASD and difficulty relative to controls in telling narratives of personal experience. The clinical literature is sparse regarding narrative intervention for adolescents with ASD, but some guidance from small-scale studies is available.
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Yi, Huiyuhl. "Building narrative identity: Episodic value and its identity-forming structure within personal and social contexts." Human Affairs 30, no. 2 (April 28, 2020): 281–92. http://dx.doi.org/10.1515/humaff-2020-0025.
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AbstractIn this essay, I develop the concept of episodic value, which describes a form of value connected to a particular object or individual expressed and delivered through a narrative. Narrative can bestow special kinds of value on objects, as exemplified by auction articles or museum collections. To clarify the nature of episodic value, I show how the notion of episodic value fundamentally differs from the traditional axiological picture. I extend my discussion of episodic value to argue that the notion of episodic value readily incorporates the role of narratives into the construction of identity in personal and social contexts. My main contentions are twofold. First, events or experiences from our personal narratives are episodically valuable insofar as they contribute to shaping our narrative identities. Second, when engaged in a collective action, we write a joint narrative with other participants that confers special meanings on the actions of each participant.
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Gonzalez, Victoria. "Contentious Storytelling Online: Articulating Activism through Negotiation of Metanarratives." Sociological Perspectives 63, no. 4 (January 12, 2020): 589–607. http://dx.doi.org/10.1177/0731121419884930.
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Narratives are one of the primary ways that activists communicate online and as this study shows, they also prove to be a major source of contention. Analysis of two digital social justice campaigns—the #Wearethe99% narratives (associated with the Occupy Wall Street Movement) and the #BelieveinSwanQueen narratives (associated with the Swan Queen Movement)—suggests that strategies of contentious narrative development online largely involve the negotiation of metanarratives. The online narratives appear to rely upon metanarratives as a foundation for expressing broad societal grievances and personal opinions and struggles. The two dominant strategies for expressing grievances throughout the discourses are the (1) reclaiming and (2) rejecting of “The American Dream” (#Wearethe99%) and “Once Upon a Time” (#BelieveinSwanQueen) metanarratives. The negotiation of these metanarratives has led to the development of an alternative “anti-story,” which serves as narrative structure to navigate both personal and social issues.
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Moonsamy, Sharon, Heila Jordaan, and Kirston Greenop. "Cognitive Processing and Narrative Discourse Production in Children with ADHD." South African Journal of Psychology 39, no. 3 (September 2009): 326–35. http://dx.doi.org/10.1177/008124630903900307.
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Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to their performance on two narrative tasks, involving a Picture Sequence and a Personal Narrative. Measures of Cohesion and Coherence were analysed quantitatively. Participants' low Planning and Attention scores in this study confirmed the validity of the CAS as a diagnostic device for ADHD but were not significantly related to their oral narrative production. However, their approach to the task indicated insufficient use of planning. The structured task (picture sequence) yielded more complex stories than the unstructured task (personal narrative), which may be reflective of the participants' attention deficits. The findings suggest that narrative measures are useful instruments for oral language evaluation in children with ADHD. In addition, the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.
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Mossige, Svein, Tine K. Jensen, Wenke Gulbrandsen, Sissel Reichelt, and Odd Arne Tjersland. "Children's narratives of sexual abuse." Narrative Inquiry 15, no. 2 (December 22, 2005): 377–404. http://dx.doi.org/10.1075/ni.15.2.09mos.
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Personal narratives from ten children who all claimed to have been sexually abused were analyzed and compared to narratives of stressful events the children produced in therapy sessions. The narratives were compared to each other along the following dimensions: level of elaboration, narrative structure, contextual embeddedness, and causal coherence. Each child's attempt to find purpose and resolution was also analyzed. The stressful event narratives were generally more elaborate, more structured, and more contextually embedded and coherent than the sexual abuse narratives. Very few of the sexual abuse narratives contained resolutions or causal connections that are considered important for contributing to meaning- making. It is suggested that in order to understand the difficulties children face, a narrative perspective needs to include the emotional significance of the events to be narrated, and a trauma perspective must include the cultural impact of the event. A theory that intends to understand children's narration difficulties should encompass both these perspectives. (Narratives, Child sexual abuse, Traumas)
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Gerstenberg, Annette. "Generational styles in oral storytelling." Narrative Inquiry 29, no. 1 (July 2, 2019): 1–28. http://dx.doi.org/10.1075/ni.18042.ger.
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Abstract When it comes to autobiographical narratives, the most spontaneous and natural manner is preferable. But neither individually told narratives nor those grounded in the communicative repertoire of a social group are easily comparable. A clearly identifiable tertium comparationis is mandatory. We present the results of an experimental ‘Narrative Priming’ setting with French students. A potentially underlying model of narrating from personal experience was activated via a narrative prime, and in a second step, the participants were asked to tell a narrative of their own. The analysis focuses on similarities and differences between the primes and the students’ narratives. The results give evidence for the possibility to elicit a set of comparable narratives via a prime, and to activate an underlying narrative template. Meaningful differences are discussed as generational and age related styles. The transcriptions from the participants that authorized the publication are available online.
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McLean, Kate C., Samantha Boggs, Kristin Haraldsson, Alexandra Lowe, Chelsea Fordham, Staci Byers, and Moin Syed. "Personal identity development in cultural context: The socialization of master narratives about the gendered life course." International Journal of Behavioral Development 44, no. 2 (June 5, 2019): 116–26. http://dx.doi.org/10.1177/0165025419854150.
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The present studies focused on the role and socialization of biographical master narratives – cultural narratives that prescribe the types and ordering of events that should occur in one’s personal life identity narrative – by focusing on adolescent and emerging adult gender identity development. We employed a combined explanatory and triangulation mixed methods design. Study 1a ( n = 414) was a survey study examining the expected biographical master narrative events for men and women, and the content of master narrative deviation and conformity in an emerging adult sample. In Study 1b ( n = 14) we interviewed participants from Study 1a about their conformity and deviation narratives, as well as their socialization experiences regarding gendered biographical master narratives. In Study 2 mothers and adolescents ( n = 11 pairs), engaged in conversation about expected life course events, as well as a follow-up interview about their conversation. We first found that there are more gender differences in the personal experiences of conformity to and deviation from master narratives compared to the expectations of the life course (Study 1a). Second, deviating is related to more engagement in identity processes (Study 1a). Third, emerging adults report contradictions in retrospective reports of socialization messages regarding expectations (Study 1b), a finding confirmed in a discourse analysis of mothers and their adolescents (Study 2). Overall, across the studies, we see that (a) adolescents and emerging adults are engaged in a delicate balance of negotiating between various cultural and familial messages, as well as personal experiences, about gender identity particularly in regards to gender equality and, (b) there is a complex relation between socialization messages about gender equality that may make some biographical master narratives about the expected life course events for men and women more resistant to change.
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Lambrou, Marina. "Narrative, text and time: Telling the same story twice in the oral narrative reporting of 7/7." Language and Literature: International Journal of Stylistics 23, no. 1 (February 2014): 32–48. http://dx.doi.org/10.1177/0963947013510649.
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The question of whether it is possible to ‘tell the same story twice’ has been explored in work on conversational narratives, which has set out to understand the existence of some kind of ‘underlying semantic structure’ and ‘script’ (Polanyi, 1981). In conversational narratives, ‘local occasioning’ and ‘recipient design’ (Sacks et al., 1974) are factors that determine the form and function of the story. Here, ongoing talk frames the narrative while other participants provide a ready made audience, all of which, form part of the storytelling process. What happens, however, when a survivor of 7/7 (the date in 2005 of the co-ordinated terrorist bomb attacks on the London transport system in the morning rush hour, which killed 52 and injured hundreds of people), whose personal narrative was reported globally on the day of the event, is again interviewed two and a half years later for their experience of that morning? Is the ‘same story’ retold? Specifically, how far does the latest story replicate the experience and events of the first and which of the prototypical features of a personal narrative – at the level of both the macrostructure and microstructure – remain constant? By comparing both interviews and using Labov and Waletzky’s (1967) narrative framework as the central model for analysis, it is possible to see whether events within the complicating action or features of evaluation remain the most memorable, that is, they are recalled in the second telling as important aspects of the experience, and may be seen to be core narrative categories. While findings show that both narratives are comparable in form, a closer investigation finds compelling differences as well as unexpected linguistic choices. Not only has the second narrative become informed by other, external narratives to become part of a broader, mediated narrative but various discourse strategies of ‘dissociation’ in both interviews have resulted in a retelling of a traumatic experience that appears to have features of an eye witness report rather than a personal narrative. Moreover, this blurring of two distinct genres of storytelling provides a true insight of how the narrator positions himself inside this terrible experience.
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Scott, Julie-Ann. "Attending to the disembodied character in research on professional narratives." Narrative Inquiry 21, no. 2 (December 31, 2011): 238–57. http://dx.doi.org/10.1075/ni.21.2.04sco.
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This essay provides a rationale of how Performance Analysis and Narrative Positioning within research on Physically Disabled Professionals’ Personal Narratives can provide insight into the role of the body in the analysis of professional narratives. Through analyzing the participants’ open-ended narratives as performances in which the narrators draw upon performativities to reconcile the absurdity associated with their deemed ‘unprofessional’ bodies legitimately occupying a professional space, the author traces the emergence of embodied professional heroes in four variations: the Super Hero, Warrior Hero, Tragic Hero, and Rogue Hero, each which illuminates the importance of the body in the construction of personal narratives of professionalism. In conclusion, the author calls for attention to the potential performance of the Anti Hero across personal narratives that emerge in unmarked bodies in order to attend the underlying performativities and discourses of power within all narratives of professionalism.
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Eriksson, Erik. "To tell the right story." Journal of Comparative Social Work 8, no. 2 (October 1, 2013): 251–81. http://dx.doi.org/10.31265/jcsw.v8i2.103.
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From the starting point of narrative ethnography, this article explores a specific kind of service user involvement in psychiatry: staff training activities in which patients and former patients are invited to “tell their stories”. A core feature of these stories is that they are based on the narrators’ self-perceived experience, and they all have a highly personal character. I call these stories service user narratives, and these are the topic of study in this article. The narratives’ disposition, content and functions are explored, as is the role played by the personal aspects of the stories. This article investigates two functions of the service user narrative: the narrative as a means (1) of creating alternative images of mental ill health, and (2) of enabling a critique of psychiatry.
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Culbert, Samiran. "The Blackstar: Persona, Narrative, and Late Style in the Mourning of David Bowie on Reddit." Persona Studies 6, no. 1 (December 10, 2020): 43–55. http://dx.doi.org/10.21153/psj2020vol6no1art944.
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This article considers how David Bowie’s last persona, The Blackstar, framed his death through the narratives of mourning it provoked on the social media site Reddit. The official narrative of death, through the media, and the unofficial narrative of death, through the fan, can contradict each other, with fans usually bringing their own lived experiences to the mourning process. David Bowie is a performer of personas. While Bowie died in 2016, his personas have continued to live on, informing his legacy, his work, and his death reception. Through the concepts of persona, narrative, authenticity, late style, and mourning, this article finds that Bowie’s Blackstar persona actively constructs fan’s interaction with Bowie’s death. Instead of separate and contradicting narratives, this article finds that users on Reddit underpin and extend the official narrative of his death, using Bowie’s persona as a way to construct and establish their own mourning. As such, Bowie’s last persona is further entrenched as one of authentic mourning, of a genius constructing his own passing. With these narratives, fans construct their own personas, informing how they too would like to die: artistically and with grace.
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Shoshana, Avihu. "Translating a national grand narrative into a personal biographies." Narrative Inquiry 23, no. 1 (December 12, 2013): 171–91. http://dx.doi.org/10.1075/ni.23.1.09sho.
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This article examines the connection between grand narratives and the creative ways that individuals translate them into personal biographies through a case study of a boarding school for gifted disadvantaged youth in Israel. To test the state’s grand narrative, I performed a content analysis of minutes of governmental protocols as well as organizational reports at the time the boarding school was established. The state grand narrative stresses the rescue of Jews from Arab countries by the leaders of the state and the linear Oriental-to-Occidental cultural development that these Jews must undergo in order to survive in modern life. To examine the question of how the grand narrative is translated into personal biographies, sixty graduates of the boarding school and thirty-two siblings who did not attend the boarding school were interviewed. The findings demonstrate that the graduates of the boarding school translated the grand narrative into a special narrative configuration known as the alternative biography, a concept that addresses the lifeworlds that, in the subjects’ judgment, might have characterized their lives under different circumstances. Further, the structure of this narrative points to one explicit alternative biography, that of the sibling who did not attend the boarding school. The disscusion chapter explores the phenomenological meanings of this singular narrative configuration.
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Mambu, Joseph Ernest. "UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 172. http://dx.doi.org/10.17509/ijal.v6i2.4842.
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Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by a discourse analyst such that the overall structure and message of the speaker’s narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher’s detailed narrative with digressive plotting, the male student-teacher’s plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers’ identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.
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Austin, Tricia. "Some Distinctive Features of Narrative Environments." Interiority 1, no. 2 (July 30, 2018): 153–72. http://dx.doi.org/10.7454/in.v1i2.20.
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This paper explores key characteristics of spatial narratives, which are called narrative environments here. Narrative environments can take the form of exhibitions, brand experiences and certain city quarters where stories are deliberately being told in, and through, the space. It is argued that narrative environments can be conceived as being located on a spectrum of narrative practice between media-based narratives and personal life narratives. While watching a screen or reading a book, you are, although often deeply emotionally immersed in a story, always physically ‘outside’ the story. By contrast, you can walk right into a narrative environment, becoming emotionally, intellectually and bodily surrounded by, and implicated in, the narrative. An experience in a narrative environment is, nonetheless, different from everyday experience, where the world, although designed, is not deliberately constituted by others intentionally to imbed and communicate specific stories. The paper proposes a theoretical framework for space as a narrative medium and offers a critical analysis of two case studies of exhibitions, one in a museum and one in the public realm, to support the positioning of narrative environments in the centre of the spectrum of narrative practice.
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Köber, Christin, Ruth Weihofen, and Joachim K. Rennstich. "Echoes of the Past: Meaning Making in Congolese Narratives Relates to Their Social Distance Attitudes Toward Europeans." Imagination, Cognition and Personality 37, no. 2 (September 19, 2017): 224–43. http://dx.doi.org/10.1177/0276236617731734.
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Narrative identity is not only based on the personal past but also informed by one’s historical and political past. Beside the fact that this has been shown mostly in Western samples, it is unknown how placing personal narratives within the context of an ethnic and political heritage relates to other cognitive processes, such as social attitudes. Therefore, this study explores narratives about encounters with Europeans in a Congolese sample to study the impact of their meaning on their social distance attitudes toward Europeans. Separate hierarchical regression models revealed that social distance is predicted by closure and redemption, and by the perceived heterogeneity of whiteness, but not by contamination. Yet, narratives with both low levels of closure and contamination predict greater social distance. Surprisingly, commitment to own ethnic identity was not found to be a significant predictor. Results are discussed in terms of narrative identity, historical memories, and social cognition.
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Kang, Jennifer Yusun. "Producing culturally appropriate narratives in English as a foreign language." Narrative Inquiry 16, no. 2 (December 15, 2006): 379–407. http://dx.doi.org/10.1075/ni.16.2.08kan.
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Cross-cultural and second/foreign language (L2) studies on oral narratives have suggested that one’s native language and culture affect discourse production in an L2 and have detected areas of difficulty for L2 learners in producing extended discourse. However, written narrative has received less attention, although it can provide rich data on cross-cultural differences and hold important implications for L2 literacy acquisition and pedagogy. This study was designed to investigate culturally preferred written discourse styles and their effects on L2 writing of personal narratives. It explored cross-cultural differences in the use of narrative structural features including evaluation between first language written narratives produced by native speakers of American English and first- and second-language narratives written by Koreans learning English. Differences in first language narrative styles were used to explain how Korean EFL learners’ narrative discourse in English could vary from native English speakers’ discourse norms. Participants were Korean adult EFL (English as a Foreign Language) learners and American native-English speakers in the U.S. The findings show that specifically Korean cultural strategies were evident in the Korean English learners’ English narrative discourse rather than the preferred discourse style of the target language and culture. The findings hold implications for L2 writing pedagogy and L2 training in discourse production.
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Hudson, Judith A., Janet Gebelt, Jeannette Haviland, and Christine Bentivegna. "Emotion and Narrative Structure in Young Children's Personal Accounts." Journal of Narrative and Life History 2, no. 2 (January 1, 1992): 129–50. http://dx.doi.org/10.1075/jnlh.2.2.03emo.
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Abstract We propose that the definition of well-formedness in narrative production should be expanded to include different types of narrative genres. Furthermore, varia-tions in narrative genre may be related to the emotional tone of the narrative. Research on preschool children's personal narratives is reported, which indicates that young children employ different narrative structures when narrating experi-ences related to different emotional moods. In relating a happy experience, children often focused on recreating the mood of a particular moment in time; these stories contained relatively less dynamic action and were more often categorized as moment-in-time stories which achieved coherence through their richness of description and use of emotional evaluation. Stories about anger and fear more closely resembled traditional plotted stories in which dynamic actions rise to a climax or high point that is followed by falling action and resolution. However, when telling stories about a fearful experience children focused more on rising action and less on falling action than when they related stories about anger. Thus, the fear stories focused more on recreating a mood of suspense and impending danger whereas the anger stories focused more on conditions leading to anger, the expression of anger, and its consequences. Examples from adult writers are also discussed in terms of these narrative structures for talking about emotion. (Psychology)
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Hamdani, Saboor Zafar, Tehreem Arshad, Sharmeen Aslam Tarar, and Rukhsana Kausar. "Personal narrative skills of Urdu speaking preschoolers." Narrative Inquiry 29, no. 1 (July 2, 2019): 50–81. http://dx.doi.org/10.1075/ni.17063.ham.
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Abstract The present study aimed to explore the personal narrative skills of Urdu speaking preschoolers, aged between 4 and 5 years. The study also aimed to investigate the gender differences in narrative skills, and relationship and the predictive association between macro- and microstructure skills. A total of 80 preschoolers were recruited using two-stage sampling (convenience and purposive). After screening the participants for intellectual functioning, three personal narratives were collected from each participant. The results revealed non-significant differences on the basis of age and gender. A significant correlation was found between the macro- and microstructure skills in children. NDW (number of different words), TNW (total number of words), and MLU (mean length of utterance) were revealed as significant predictors of macrostructural competencies in children. This was the first research that highlighted the narrative skills of Urdu speaking preschoolers. Hence, the patterns identified might help in extending the theory and research in this field.
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Strong, Katie A., and Barbara B. Shadden. "The Power of Story in Identity Renegotiation: Clinical Approaches to Supporting Persons Living With Aphasia." Perspectives of the ASHA Special Interest Groups 5, no. 2 (April 24, 2020): 371–83. http://dx.doi.org/10.1044/2019_persp-19-00145.
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Purpose This clinical focus article provides an overview of the relationship between narrative, identity, and social co-construction for persons with aphasia and of narrative treatment approaches targeting identity renegotiation. The intent is to provide speech-language pathologists (SLPs) with background on how these key concepts fit within the Life Participation Approach to Aphasia and to empower them to consider engaging in personal narrative co-construction with their clients. The idea of narrative identity is supported by the Living with Aphasia: Framework for Outcome Measurement, particularly within the Personal domain. A focus on identity through the co-construction of small and big stories can help SLPs prioritize supporting those living with aphasia in moving on with aphasia as part of their story. Emphasis is placed upon the interaction and relationship between the SLP and the client as critical to the social reconstruction and validation of identity through support of shared personal narratives. The PULSE framework is introduced as a foundation for supporting narrative and identity in clinical work with individuals living with aphasia. Evidence-based life story–focused interventions are reviewed. Conclusion Stories are powerful tools in moving life forward post stroke and aphasia. Supporting the development of personal narratives that allow identity reconstruction falls within the scope of Life Participation Approach to Aphasia and the Living with Aphasia: Framework for Outcome Measurement. SLPs are well suited to support identity renegotiation in persons with aphasia through narrative construction.
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Sahni, Shalini, and Chandranshu Sinha. "Systematic Literature Review on Narratives in Organizations: Research Issues and Avenues for Future Research." Vision: The Journal of Business Perspective 20, no. 4 (December 2016): 368–79. http://dx.doi.org/10.1177/0972262916678085.
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Narrative as a method is an interpretive approach of sharing individual experiences and beliefs that facilitates knowledge and generates human responses. The purpose of this study is to review the body of literature available using narratology in organization studies. This article employs a systematic literature review of 186 research articles in 94 identified journals from the year 1995 to 2014 that were subsequently evaluated for analysis. The review identifies five different approaches used by the narrative researchers across disciplines—content analysis (case study method), structural analysis, oral narratives and personal narratives, their contribution and spread in organizations. This article attempts to reinforce the significance of taking narratives as a methodology in organizations by providing a systematic overview of past research works in organizational settings. The study also summarizes the analytical approaches of narrative analysis used in 186 articles, which might underpin the qualitative research and provide some practical advice for those who wish to use narrative analysis in future.
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Trevisan, Filippo. "Crowd-sourced advocacy: Promoting disability rights through online storytelling." Public Relations Inquiry 6, no. 2 (May 2017): 191–208. http://dx.doi.org/10.1177/2046147x17697785.
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This article sheds light on the emergent advocacy technique of building policy counter-narratives by crowd-sourcing, organizing, and disseminating personal life stories online. Focusing on the case of disability rights groups in the United Kingdom, this article uses qualitative in-depth content analysis to examine 107 blog posts containing personal disability stories published in 2012–2013 by two anti-austerity groups. Although each of these groups managed its blogs differently, with one carefully curating stories and the other publishing crowd-sourced narratives without any form of editing, they generated virtually identical counter-narratives. These accounts challenged the dominant news narrative that presented disability welfare claimants as ‘cheats’ and ‘scroungers’. They did so by retaining the overarching structure of the dominant narrative – which functioned as the de facto coordinating mechanism for the crowd-sourced counter-narrative – and replacing its content with three alternative arguments drawn from personal life stories. The implications of this new advocacy technique for disabled people and other marginalized groups are discussed. This includes considerations about the development of a form of story-based advocacy that is both effective and respectful of the people who ‘lend’ their lived experiences for advocacy purposes. This article concludes by highlighting the need for research to investigate whether the new voices that emerge through these processes are ‘being heard’ and can successfully re-frame public discourse about sensitive policy issues.
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Hemphill, Lowry, Paola Uccelli, Kendra Winner, Chien-ju Chang, and David Bellinger. "Narrative Discourse in Young Children With Histories of Early Corrective Heart Surgery." Journal of Speech, Language, and Hearing Research 45, no. 2 (April 2002): 318–31. http://dx.doi.org/10.1044/1092-4388(2002/025).
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Narrative attainment was assessed in a group of 76 four-year-old children at risk for brain injury because of histories of early corrective heart surgery. Elicited personal experience narratives were coded for narrative components, evaluative devices, and information adequacy and were contrasted with narratives produced by a comparison group of typically developing 4-year-olds. The production of autonomous narrative discourse was identified as an area of special vulnerability for children with this medical history. Despite considerable heterogeneity in narrative performance, children with early corrective heart surgery produced fewer narrative components than typically developing children. Results suggest that the elaboration of events and contextual information, the expression of subjective evaluation and causality, and clarity and explicitness of information reporting may constitute special challenges for this population of children. Implications of these findings for clinical assessment and possible risks for socioemotional relationships and academic achievement are discussed.
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Kyratzis, Amy. "Narrative Identity." Narrative Inquiry 9, no. 2 (December 31, 1999): 427–55. http://dx.doi.org/10.1075/ni.9.2.10kyr.
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Recently, researchers have been interested in narrative as a conversational point-making activity. Some of the features of narrative (e.g., its "objectivity", Benveniste, 1971) render it ideally suited for self-exploration and positioning of the self with respect to societal institutions (Polanyi, 1989), especially in the context of conversations within friendship groups (Coates, 1996). While past research has often focused on self-constructing and political uses of narratives of personal experience, the present study examines such uses with respect to narratives produced during preschoolers' dramatic play in friendship groups. An ethnographic-sociolinguistic study that followed friendship groups in two preschool classrooms of a California university children's center was conducted. Children were videotaped in their two most representative friendship groups each academic quarter. Narrative was coded when children used explicit proposals of irrealis in one of three forms: the marked subjunctive (past tense irrealis marking in English, e.g., "they were hiding"); the paraphrastic subjunctive (unmarked irrealis proposals such as "and I'm shy"); and pretend directives such as "pretend" ("pretend we're Shy Wizards"). Also, instances of character speech were counted as narrative. Children used con-trastive forms (subjunctive, coherence markers vs. absence of subjunctive; pitch variation) to mark different phases within narrative. Collaborative self-construction was seen in the linguistic forms they used (pretend statements; tag questions; "and-elaborations") and in the identities the children constructed for their protagonists. Girls' protagonists suggested they valued qualities of lovingness, graciousness, and attractiveness. The protagonists the boys constructed suggested they valued physical power. Girls had a greater reliance on story for self-construction than boys did. It is notable that the dramatic play narratives produced during children's play in friendship groups serve some of the same functions in positioning participants with respect to one another and exploring possible selves collaboratively with one another that personal experience narratives serve in adult intimate social groups.
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Sahrakorpi, Tiia. "Memory, Family, and the Self in Hitler Youth Generation Narratives." Journal of Family History 45, no. 1 (October 23, 2019): 88–108. http://dx.doi.org/10.1177/0363199019880254.
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This article examines how the Hitler Youth generation (born 1925–1933) narrativizes their family stories by analyzing archived memoirs, published memoirs, and school essays from the1947–1949 period. The Hitler Youth generation’s postwar recollections of the National Socialist period vary according to medium and time. Both are key to understanding this generation’s struggle to master the Nazi past on national and personal levels. Using Fivush and Merrill’s expanded concept of ecological systems to study family stories, this article illustrates how archived memoirs transfer family stories intergenerationally. Its key finding is that these narratives act as memory tools to transmit stories of Nazi Germany family life; in turn, this reveals narrative gaps and inconsistences and occasionally the narrator’s inability to cope with compromised family members.